Mark Scheme (Results

1 Mark Scheme (Results). January 2019. Pearson Edexcel International GCSE. In English Language A (4EA1). Paper 1: Non-fiction Texts and Transactional Writing Edexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, the UK's largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at or Alternatively, you can get in touch with us using the details on our contact us page at Pearson: helping people progress, everywhere Pearson aspires to be the world's leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We've been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education.

2 Find out more about how we can help you and your students at: January 2019. Publications Code 4EA1_01_1901_MS. All the material in this publication is copyright Pearson Education Ltd 2019. General Marking Guidance All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last. Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. Examiners should mark according to the mark Scheme not according to their perception of where the grade boundaries may lie. In some cases details of what will not be accepted for a marking point will be identified below the phrase do not accept'. There is no ceiling on achievement. All marks on the mark Scheme should be used appropriately. All the marks on the mark Scheme are designed to be awarded. Examiners should always award full marks if deserved, if the answer matches the mark Scheme .

3 Examiners should also be prepared to award zero marks if the candidate's response is not worthy of credit according to the mark Scheme . Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification may be limited. When examiners are in doubt regarding the application of the mark Scheme to a candidate's response, the team leader must be consulted. Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response Assessment objectives AO1 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives. AO2 Understand and analyse how writers use linguistic and structural devices to achieve their effects. AO3 Explore links and connections between writers' ideas and perspectives, as well as how these are conveyed. AO4 Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences.

4 AO5 Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation. IGCSE English Language - Paper 1 Mark Scheme 4EA1/01. Section A: Reading Question AO1 Read and understand a variety of texts, selecting and Mark interpreting information, ideas and perspectives. Number 1 Accept any of the following, up to a maximum of two marks: (little) procession' (1). wended its way' (1). talked excitedly' (about a water-mamma') (1). large' (1). shouting' (1). (trailing) behind us' (1). crowd' (1). (2). Question AO1 Read and understand a variety of texts, selecting and Mark interpreting information, ideas and perspectives. Number 2 Accept any reasonable description of how the crowd reacts to the attempted capture of the manatee, in own words where possible, up to a maximum of four marks, for example: the crowd is amazed and impressed by the huge size of the manatee some people are very keen to help Narian's assistants they are very excited at the prospect of capturing the manatee they ignore Narian's anger and warnings about his net they pull in the net quickly and do not show any concern that it might break they create a noisy and chaotic scene there is a great sense of determination people are impatient and desperate to capture the manatee (4).

5 Question AO1 Read and understand a variety of texts, selecting and Mark interpreting information, ideas and perspectives. Number 3 Accept any reasonable interpretation of what we learn about Narian, up to a maximum of five marks, for example: Narian is annoyed that his net has been broken and is grumbling loudly'. he has no respect for his helpers and calls them mad men'. he has a great deal of pride in his net which was expensive: he worth a hundred dollar '. as English is not necessarily his first language, he uses non-standard forms: he worth '; I going '. he feels confident about his new plan: tying the rope around the manatee's tail will mean she can't escape '. he no longer trusts any of the others to help him he is skilful in the way he finds the manatee with his feet' and groped in the water' to tie the rope around it;. some may see this as ill treatment of the animal he is clearly not intimidated by the size of the manatee he does not lose control or seem bothered when the manatee pulls him over and simply gets up and spat out the muddy water'.

6 He feels triumphant as he happily brandished the end of the rope' and wants everyone to know that I still got her . (5). Question Indicative content Number 4 Reward responses that explain and analyse how the writer uses language and structure to show her thoughts and feelings about watching the hunt. Examiners should refer to the following bullet points and then to the table on page 10 to come to an overall judgement. Responses may include: the passage begins as a narrative recount, drawing the readers into the story but ends with a consideration of the ethical issues of hunting time markers are used to show how the watchers are waiting and observing the approach: Two hours after'; Within an hour'. there is poetic description of the narwhal spray catching the light in a spectral play of colour' which adds a mystical quality to the description the contrast between the adverbs used to describe the narwhal moving slowly, methodically' and the writer Scrambling back' serves to highlight her excitement the writer's sharp intake of breath' indicates her sense of anticipation the men are always called the hunters', which both anonymises them and emphasises how they are defined by this role the role of the women seems to be as observers and supporters the visual imagery with its references to light in glittering kingdom' and The evening light was turning butter-gold' show how the writer was awed by the beauty of the landscape.

7 However, this also leads at the end of the first paragraph to her wondering if the narwhal were merely mischievous tricks of the shifting light'. the juxtaposition of man and whale' supplies an epic quality to the confrontation the use of the plural pronoun as in we sat at the lookout' shows how the writer feels connected to the other women who are watching the third paragraph provides a detailed explanation, using more factual language ( mattack', tupilaks'), of why the Inughuit hunt the narwhal, moving away from the writer's direct experience but providing a justification of the hunt and expounding on how the Inughuit benefit from the narwhal the writer returns to the hunt in the fourth paragraph, starting with a long complex sentence which moves from all the women to each woman focusing on her husband' and thus conveys the intensity of the experience for the observers the use of the adjectives crucial', staple', much-needed' reinforces the significance of a successful hunt the use of the analogy It was like watching a vast, waterborne game' is undercut by the simile of the hunters spread like a net' which reminds the reader of their purpose and intent the danger that each man faces is emphasised through the reference to the flimsy kayak' and the fact that he has only one harpoon'.

8 The penultimate paragraph highlights the writer's mixed feelings about the hunt: her admiration for the intelligent creatures' and her respect for the hunters the use of longer, multi-clause sentences in this paragraph allows the writer to build up the tension of the hunt the contrast between how she urged the man on in my head' but my heart also urged the narwhal to dive' with the repetition of the verb shows her conflicted and contradictory feelings the use of the tricolon of infinitive verbs urging the narwhal to dive, to leave, to survive' with its rhythm and rhyme conveys the writer's intense emotional response to the animal despite the beauty of much of the description, the writer has a deep understanding of the harshness of life in the Arctic' for the Inughuit the final paragraph returns to a calmer tone, with phrases such as I. understand' and the use of the impersonal one cannot afford to be sentimental in the Arctic' contrasting with the immediacy and pace of the previous paragraph the final single-clause sentence, with its use of an intensifier, sums up her thoughts in a strong and unarguable statement: Hunting is still an absolute necessity in Thule.

9 '. Level Mark AO2 Understand and analyse how writers use linguistic and structural devices to achieve their effects. 0 No rewardable material. Level 1 1-2 Basic identification and little understanding of the language and/or structure used by writers to achieve effects. The use of references is limited. Level 2 3 4 Some understanding of and comment on language and structure and how these are used by writers to achieve effects, including use of vocabulary. The selection of references is valid, but not developed. Level 3 5 7 Clear understanding and explanation of language and structure and how these are used by writers to achieve effects, including use of vocabulary and sentence structure. The selection of references is appropriate and relevant to the points being made. Level 4 8 10 Thorough understanding and exploration of language and structure and how these are used by writers to achieve effects, including use of vocabulary, sentence structure and other language features.

10 The selection of references is detailed, appropriate and fully supports the points being made. Level 5 11 12 Perceptive understanding and analysis of language and structure and how these are used by writers to achieve effects, including use of vocabulary, sentence structure and other language features. The selection of references is discriminating and clarifies the points being made. Question Indicative content Number 5 Reward responses that compare the writers' experiences and the ways in which they present their ideas and perspectives. Examiners should refer to the following bullet points and then to the table on page 13 to come to an overall judgement. Responses may include: both texts are written in the first person but in Text Two the writer expresses her thoughts and feelings throughout, whereas the writer of Text One provides a more detached view both writers describe the hunt for huge sea mammals but in Text One the manatee is wanted for a zoo and in Text Two the narwhal are essential to the Inughuits' survival both writers are observers of the events that they describe but in Text One he is very close to the action and in Text Two the hunt is miles from land'.